英语1外研版module4优质教案：第5课时

高中英语外研版必修1Module4《Writing》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标1、让学生掌握何时用and 何时用but。

(make the students master when to use “and ” as well as when to use “but”)2、让学生掌握如何来描写一个地方。

(make the students master how to write a description of a place)2学情分析写作课的主要目的是让学生会用英文来思维,用英文来表达自己的所想。

这节课时的目的是让学生把在本单元学到的描述地方的句型及短语等用上来描写一个地方,而我们学校的学生绝大多数学生来自于农村,基础差,英语表达能力薄弱,所以写作课一定要从最基础的开始。

3重点难点1、让学生学会使用并列连词来使写作更加的连贯。

(learn to make use of coordinate conjunctions to make their writing more coherent)2、使学生掌握如何来描述一个地方。

(make the students master how to write a description of a place)3、让学生掌握如何通过and 和but 来连贯的描绘一个地方(make the students master how to write a description of a place by using “and ” as well as “but”)4教学过程4.1第一学时教学活动1【导入】课堂导入，引出话题Ask the students to read A lively City again carefully and underline the sentences that contain the c oordinate conjunctions “and”as well as “but”.Sentences:1 It’s been six years since we last saw each other, you know. And this is the first time I’ve visited your hometown.。

2021年高中英语Module4备课参考教案（3）外研版必修5Module 4 Carnival------Integrating Skills & Grammar(教师用书独具)●课标技能要求重点词汇的明白得与语法的把握。

●教学目标(1)熟记学案中所列出的单词和短语。

(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确明白得和使用这些单词和短语，能够运用这些词语造句。

(3)通过对语法的教学让学生能够明白得并能够运用这些语法知识，能够准确运用动词的被动语态。

●教学地位语法是学生感到比较难以把握的东西。

让学生正确明白得和把握语法知识是让学生学好英语的关键，因此应给学生创设一个语境，让学生明白得该语法的应用，而不要让学生死记硬背语法条文，应从明白得的基础上去运用这些语法。

(教师用书独具)●新课导入建议通过对学生作业的检查导入本堂新课。

●教学流程设计导入新课。

→老师检查上堂课所布置的作业，检查学生对学案预习的情形。

→让学生就“要点讲练”(见学案第53－44页)进行讨论，让学生各自发表自己的见解，然后让各个讨论组派代表汇报各自讨论结果。

→让学生针对各自不同的意见展开讨论，然后老师给出详细正确答案。

→老师针对难点和重点词汇进行讲解，并补充学案中所遗漏的重点词汇，补充一些必要的练习。

→让学生讨论完成“语法精析”部分(见学案第54页)，并让各个讨论组发表各自见解。

→老师对语法部分给以点拨。

让学生把握本模块语法知识。

→让学生完成“当堂双基达标”(见学案第55页)。

→师生共同讨论“当堂双基达标”并给出答案，并对难以明白得的或有争议的地点给出详解。

→自我评估见学案第55页。

→老师布置作业。

让学生完成课本第35页第4题，预习学案Period Ⅳ(见学案第55－58页)。

(对应学生用书第53页)1．consist of由……组成；由……构成...a food that consists of a tube of skin containing meat mixed with herbs. (教材P35)……一种把带有香料的肉灌进肠里的食物The book consists of nineteen chapters.全书共分19章。

Module 5 A Trip Along the Three GorgesBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This ModuleIntroductionShow the students several pictures to lead in new words in this part,such as cliff,peak,slope,valley,etc.Encourage the students to describe what they see.Then use the words in Activity 1 to complete the definitions in Activity 2.After that,give the students a quiz about the Yangtze River,the Three Gorges,which is the main topic in this module.That is the warming up.V ocabulary and ReadingBefore the students read the passage,let the students imagine if they are going on a trip through the Three Gorges,which of the following topics will they talk about,the boat,the food,life along the river,the scenery,the weather.While reading this passage,pay attention to the writer’s travel route and underline the new words and the details.After first reading,finish questions in Activity 1 and words study in Activities 4 and 5.Then read the passage again,complete the statements about the writer’s journey in Activity 3 and a form with some key words.If time permits,ask the students to retell the text in class;if not,leave it as homework.GrammarGrammar in this module is the revision of modal verbs.This part can be led in by doing some exercises of modal verbs.In this part,we’ll revise the usage of modal verbs,such as can,could,must,have to,should,etc.Modal verbs are important and difficult English grammar points and it is rather confusing.Ask the students to pay much attention to them.In this part,we’ll deal with four activities.First,do some true or false questions in Activity 2 to know how much the students know about modal verbs.In activity 1,the teacher ask the students to complete the sentences from the passage and then answer the five questions given.After that,in Activity 3,ask the students choose the correct answers.Seven sentences are designed.Then,do a further practice based on Activity 3.ListeningThis is a short listening.The listening material is not long and only two activities are designed.Before listening,the teacher can divide the students into groups of six.Let each of them describe one picture with one or two sentences and guess where the speakers are.By doing this,teach the students how to predict the content of listening.In Activity 1,listen to the tape and check where the speakers are.In Activity 2,six pictures are given.After listening,tick the things you can do on a classic Three Gorges Cruise.It aims to train the students’ability of grasp detailed information.FunctionThe function in this module is talking about obligation,permission and prohibition.First,the teacher may ask the students to speak out the way used to express obligation,permission and prohibition.The teacher can give them some examples.Then ask the students to choose the correct answers in Activity 1.There are five questions in this activity.In Activity 2,the teacher may encourage the students to find more examples of be allowed,had to and let in vocabulary and reading on page 42 and some examples of their own.V ocabulary and SpeakingThere are some signs in Activity 1.Let the students work in pairs,and then ask some of themto say where we would see them and what do they mean one by one.In Activity 2,four situations are created,which are at the airport,on a train,when you leave the country,and at school.Talk about rules in these situations.The teacher may divide the students into four groups and give each group one topic to practice.After several minutes’ preparation,let the students share their opinions.PronunciationThere are four activities in this part.The aim is to make sure that the students can pause at the end of each sense group,not making the sentence broken.Exercises are designed to practice that.First listen and repeat the questions in Activity 1,and make sure you pause at the end of the each sense group.Second do some practice in Activity 2.Next,more exercises are needed to do in Activity 3 and 4..Work in pairs and say the sentences aloud,paying much attention to the pauses.V ocabulary and WritingFirst,in Activity 1 we’ll learn the connection between the words in A and those in B,such as hill and hilly;mountain and mountainous;coast and coastal;desert and desert.Time permitting,teach the students more knowledge about word formation.Then complete the sentences with words from Activity 1.Another exercise is given in Activity 3,which is matching the words in the box with their meanings.In Activity 4,there is a passage.Read it and identify the province and finish other questions.There are some adjective+ noun combinations in the passage,and try to tick them out.After that,write a short description of the region you live in,including information in Activity 4.(If time is unlimited,it can be homework.)Everyday EnglishEveryday English today are from the text A Trip Along the There Gorges and Postcards to Myself in cultural corner.Get the students to know their meaning and use them correctly.Encourage the students to do this activity individually and then check with a partner.To consolidate it the teacher may ask the students to make up a sentence using the expressions in this part.Cultural CornerIn this part,we will enjoy a story of a tourist,who will send himself a postcard wherever he goes.This passage can be used as an extensive reading material.After leading in,the students may read through the text to get the main idea of the passage and the answers to the questions.(Five questions are designed.And show them on the screen.) In this text,there are some useful expressions,just as mentioned in Everyday English,such as rip off,be around,get a kick out of.The students can get their meanings in the context.At last,imagine you are visiting a country,and write a short postcard to yourself like Mr.McCorquodale.TaskThe topic in this module is about travel.Task in this module is also related to travel.Now write some rules for travelers arriving in your town.They can begin like this:When you arrive in ... Seven questions are given and pair work can be adopted in this part.After they finish the discussion,ask several pairs to read their rules to the whole class.Module FileThis part is a summary of what the students have learned in this module.Give the students some time to check whether they have mastered knowledge in this module.If time permits,the teacher may have a short revision of the words,expressions,Language Points,and grammar and other points.Five periods for teachingPeriod 1:Introduction;V ocabulary and ReadingPeriod 2:Grammar;Function;PronunciationPeriod 3:Listening;Speaking;TaskPeriod 4:Vocabulary;Writing;Everyday EnglishPeriod 5:Cultural Corner;Module FilePeriod 1Introduction;Vocabulary and ReadingThe General Idea of This PeriodShow the students several pictures to lead in new words in this part,such as cliff,peak,slope,valley,etc.Encourage the students to describe what they see.Then use words in Activity 1 to complete the definitions in Activity 2.After that,give the students a quiz about the Yangtze River,the Three Gorges,which is the main topic in reading.That is the introduction.Before the students read the passage,let the students imagine if they are going on a trip through the Three Gorges,which of the following topics will they talk about,the boat,the food,life along the river,the scenery,the weather.While reading this passage,pay attention to the writer’s travel route,the topics the writer talks about and underline the new words.After first reading,finish questions in Activity 1 and words study in Activities 4 and 5.Read the passage again,complete the statements about the writer’s journey in Activity 4 and the form with some key words.And then retell the text.In the teaching of reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits.Teaching Important PointsTeach the students some new words and follow the writer to make a trip along the Three Gorges.Teaching Difficult PointsMain idea of the passage and some Language Points.And how to introduce a place.Teaching MethodsIndividual work,pair work to get every students to participate in class.Teaching AidsSome pictures,a map,multimedia and a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to know how to introduce a place.Make sure the students have a clear understanding the writer’s travel route and what he did in each place.Process and StrategiesCollect some material about tourism,places of interest and the Three Gorges.Through the study,try to improve the students’English.At the same time,train the students’speaking and reading abilities.Feelings and ValueMake the students have a better understanding of the Three Gorges.After study,stimulate the students’ love for our motherland and their environmental protection.Teaching ProceduresStep 1 IntroductionT:Good morning,boys and girls!Ss:Good morning,sir!T:Look at the pictures on the screen.(Show the pictures on the screen.)T:What can you see.Try to use your own words to say it.Sa:I can see mountains and river.Sb:The top of the mountain?T:Good job.Which word means the top of a mountain?Ss:Sorry.T:It doesn’t matter.Let me tell you.It’s peak.Now,read after me.Peak.Ss:Peak,Peak.T:What’s this sharp side.(pointing at the sharp side in the first picture.)Ss:Cliff.T:Good!...(Then valley,slope,wood are mentioned.)T:We can see cliffs,valley,slope,peaks,wood.(Teach them what’s valley,slope,plain and some other new words in Activity 1.)T:Well done!Read the words after me.cave cliffs lake peak plain plateau shore slope valley woodLet the students read the new words.T:Let’s come to Activity e the words we just learned in Activity 1 to complete the definitions.There are ten definitions.The first one is finished.(Show the following on the screen.)1.A valley is the low ground between the sides of mountains.2.A __________is a large area of flat low ground.3.The __________is the area where the land meets the sea or a lake.4.A __________is the side of the mountain.5.__________are the steep sides of mountains at the edge of a river or the sea.6.A __________is the top of a mountain.7.A __________is an area of water surrounded by land.8.A __________is a small forest.9.A __________is a large hole in a cliff or a mountain.10.A __________is a large area of flat high ground.Suggested answers:1.valley2.plain3.shore4.slope5.Cliffs6.peakke8.wood9.cave10.plateauT:So much for the new words.Next,I’ll show you a map.Do you know the name of the river?Ss:It’s the Yangtze River.(If the students can not give the right English name,it doesn’t matter.The teacher can tell them and teach them to read it.)T:Good!What do you know about them?OK,let’s do a quiz.(Show the following on the screen.)1.The Yangtze River is the __________river in the world.(a)longest(b) second longest(c) third longest2.It flows from the Himalayas in the west to the Pacific Ocean in the__________.(a) south(b) north(c) east3.The world’s biggest dam was opened on the Yangtze River in__________.(a) 2001(b) 2003(c) 2005Suggested answers:1.c2.c3.bStep 2 Pre-readingT:Have you ever been to The Yangtze River?S S:Yes/No.T:Now,today we have a chance to go there with the writer.Imagine you are the writer,which of the following topics will you talk about?(Show the following topics on the screen.)·the boat·the food·life along the river·the scenery·the weather Sa:I’d like to talk about the boat,the scenery and life along the river.T:Yes,reasonable answers.Do you have other choices?Sb:I’ll choose all of them.T:Good choice.Do you want to know which topics the writer talks about?Ss:Yes.Step 3 Fast readingT:Now,read the passage on Page 42 and check which the writer talks about.Meanwhile,pay attention to the words in Activities 4 and 5.If there are some new words for you,underline them and try to guess their meanings.(About seven minutes later,collect their answers to Activity 2.)T:Time is up.Let’s check your answer to question in Activity 2:Which of the items does the writer talk about?the boat·the food·life along the river·the scenery·the weatherSuggested answers:the boat·life along the river·the scenery·the weatherThe writer enjoyed the trip because of the things he saw—the scenery,the people,and the sense of history.T:Are you sure about the meanings of the new words?Let’s do some practice.First,complete the definitions of the words in the box in Activity 4.Read through the words in the box aloud,paying attention the pronunciation of these words,where the stress is not on the first syllable:construction,bamboo.Then ask some individual to read the words for the whole class.Give the students two minutes to complete the blanks,and then call back from the whole class as complete sentences.(Show the following on the screen.)bamboo colleague construction site distantgoods legend poet rush set trade1.A __________is the place where something is being built.2.To __________means to buy and sell things.3.If you __________somewhere you go there quickly.4.__________is the opposite of near.5.__________are things you can buy or sell.6.A __________is a very old story which is probably not true.7.The sun rise in the east and __________in the west.8.A __________is someone who writes poems.9.A __________is someone who works with you.10.__________is a plant which grows quickly and is used to make furniture.Suggested answers:1.construction site2.trade3.rush4.Distant5.Goods6.legend7.sets8.poet9.colleague 10.BambooT:So much for Activity 4.There are some other words for you.Match the words with their definitions in Activity 5.Read through the words in the box and have the students repeat them chorally and individually.Ask the students to complete the activity individually,then check with a partner.Then,ask some pairs to give their answers.One gives the definition,the other provides the word.characters deck dock detour exploit pagoda raft1.a place where boats load and unload__________2.a simple boat made of pieces of wood tied together__________3.a Buddhist temple__________4.a change of route__________5.a floor on a boat__________6.marks or signs used in writing__________7.to use or take advantage of__________Suggested answers:1.dock2.raft3.pagoda4.detour5.deck6.characters7.exploitIf possible,the teacher can show the students some pictures related to the seven words to make sure they have known their Chinese meanings.There are some pictures: (Show the pictures on the screen.)Pagoda RaftDockStep 4 Careful readingT:Read the passage carefully and try to get as much details as you can.After you finish reading,two tasks are designed in this part.First,complete the statements about the writer’s journey in Activity 3.Ask them to do the following questions individually,and then check with their partners.Then call back the answers as complete sentences.(Show the questions on the screen.)1.Peter and his friend went downstream__________.(a) to see the dam(b) to see the Three Gorges(c) to get to Fuling2.He chose the Jiangyou boat because__________.(a) it was crowded(b) it didn’t stop at temples(c) it didn’t usually carry foreigners3.When they started the trip it was__________.(a) sunny(b) cold(c) evening4.When the boat went through the first Gorge,Peter and his friend__________.(a) took lots of photographs(b) spent most of the time on deck(c) were asleep5.When they reached the site of the dam __________came to look.(a) everyone(b) no one(c) only the foreigners6.Peter was impressed by the Yangtze River’s sense of__________.(a) power(b) history(c) dangerSuggested answers:1.b2.c3.a4.c5.a6.bT:The other exercise is to fill in the graph with the information in the passage.Work with your partners and give me your answers as quickly as possible.A Trip Along the Three GorgesTimea beautiful afternoon,January,1997Place FulingMeans of transportation by boatWhat they saw and what they didFrom Fuling to Fengdu bamboo rafts,the sun settingAlong the Qutang Gorge sleepthe Daning River smaller gorges Along the Wu Gorge the Yangtze River big gorgesthe Xiang RiverFrom the Xiling Gorge to the Dam on deck;take picturesIf time permits,encourage some students to retell the text in class.Step 5 Summary and homeworkT:First we learn some new words and something about the Yangtze River,which made a preparation for reading.Then,we studied some new words in the passage and some details about the text.Today’s homework is to write down the retelling passage and hand it in after class.That’s all for today.Good-bye,everyone.Ss:Good bye,teacher.The Design of the Writing on the BlackboardModule 5 A Trip Along the Three GorgesThe first periodthe boatthe foodlife along the riverthe scenery,the weatherRecord after Teaching____________________________________________________________________________________________________________________________________________________________________________________Activities and Research1.Learn some knowledge about the Yangtze River and the Three Gorges.2.Try to love our motherland and protect our cultural and natural heritage.Reference for TeachingBackground InformationThe Three GorgesWith Baidi City,Fengjie in the Sichuan province to the west end and Nanjin Pass of Yichang in the Hubei province at the east,the Three Gorges,Qutang,Wu and Xiling,total 192 km in length.The Qutang Gorge,known for its magnificence,is only 8 km long.Wu Gorge,44 km long,is famed for its deep valley and quiet beauty.Among the twelve peaks,the Goddess Peak is the most exquisite.Xiling Gorge,extending 66 km in length and full of turbulent currents and whirlpools,is one of the most dangerous shoals.Wu Gorge,44 kilometers long,is known for its deep valley and quiet beauty.The “Twelve Peaks” lining the banks of Wu Gorge,have been admired by visitors from all over the world.It is said that if you look carefully,a silhouette of a goddess can be seen at the top of Goddess Peak.The Qutang Gorge,known for its magnificence,is only 8 kilometers long with many scenic spots such as,the Meng Liang Staircase,the ancient Plank road,the Kui Gate,the Seven Gate Cave,the Bellows Gorges,and the Rhinoceros Watching the Moon.Xiling Gorge,extending 66 kilometers in length,is composed of many scenic spots such as,”Military Manual and Precious Sword Gorge”,”Ox’s Live and Horse’s Lung Gorge”,”Kongling Shoal” and “Shadow-play Gorge”.Among the cultural relics in the gorge are “Huangling Temple”and the “Three Travellers Cave”.Language Points1.meet vt.﹠vi 遇见,(迎)接,和……会面We met each other quite by chance.我们彼此相遇纯属偶然。

Module 5 A trip along the Three Gorges本模块以A Trip Along the Three Gorges 为话题，阅读为三峡之旅，介绍了三峡的风光，古迹，沿途的所见所闻。

通过本模块的学习让学生学会一些关于江河峡谷的词汇，并带领学生走进长江，了解长江，畅谈长江。

Speaking 训练学生描述自己的一次旅游经历，见闻感受。

掌握对风景描述的相关词汇。

并为后面的写作打下基础。

本模块主要复习情态动词。

学生在初中阶段的学习中已经对情态动词有了初步的了解。

通过本模块的学习，应使学生进一步了解到情态动词有一定的词义，表示某种感情和语气，但不能单独作谓语，要和其他动词（原形）一起构成谓语。

常用的情态动词有：can(could), may(might), must, have to, shall (should), will (would), need, ought to, used to, dare 等。

结合情态动词和听力部分的学习可以帮助学生掌握表达义务，许可，禁止的相关用语。

本模块的写作任务是写一篇游记类文章，记述自己在旅行中的经历，所见所闻，切身感受。

游记是写给许多读者的，话题不同于一般的日记，它记录了作者所见事物的印象及产生的感情。

Cultural corner 是关于科林 麦科克代尔自己为自己发送明信片来纪念自己的所到之处，并从中得到无穷乐趣。

降低知识的难度，激发学生的兴趣，活跃课堂的气氛，从而整合资源，优化教学过程。

1．语言目标（1）against the rules, be required to（2）重点句式1. That sounded fine to me.2. Oh well…3. All tourists are ripped off.4. They’ve been around for six thousand years.5. I get a kick out of travelling.2．能力目标To learn to talk about obligation, permission and prohibition了解掌握正确的读音方法，音调和句群的停顿，掌握简单的听力技巧。

高中英语 Module4 备课参照教课设计（ 1）外研版必修 5 Module 4 Carnival------Previewing( 教师用书独具 )●课标技术要求初步掌握本课文中的词汇，浅层次理解课文，认识有关的背景知识。

●教课目的本课时主假如经过学生对教案所给出的内容的学习，认识本课文中所出现的词汇，初步认识课文以及有关的背景知识，对下一堂课对课文的全面理解起到一个铺垫作用。

●教课地位- 1 -本模块题材内容为“狂欢节”，并引入与此有关的词汇，如中外节日的名称。

经过认识上述内容，要修业生掌握有关的词汇，培育有关的语言技术。

比较中外节日的差别，并从中剖析、认识东西方文化的特色，加强跨文化社交的意识。

( 教师用书独具 )●新课导入建议T：Do you know anything about Thanksgiving Day? Where is it celebrated? When?And why? ( 假如有学生能回答，就让学生回答。

假如学生回答不了，教师就给出答案。

这个过程实际上是学生的学习过程。

)T: Can you name some more western festivals? (鼓舞供给更多的西方节日的名称并依据准备好的录像作简单的介绍。

如Christmas, Holi, Halloween, etc.)T: Who can name any Chinese festivals? (把全班分红两大组，展开竞赛。

看哪个组能说出更多的中国节日名称，在黑板上写下节日名称，并记录学生得分。

) T：Wehave learned many festivals both Chinese and the Western.Can you guess what this festival is: People wear masks and special clothes.They dress up for thisfestival.Ss： Carnival.T: Yes.Today we will learn another festival — Carnival.It originates from Europe ， and during these days, people often love wearing special clothes and masks for it.Read the passage and match the main idea with every paragraph.●教课流程设计导入新课。

Module Five A Trip Along the Three GorgesPeriod OneTeaching content:Introduction & Reading and V ocabularyTeaching important points:1.Motivate the students to work together;2.Help the students to understand the passage better;3.Learn and master some important words and phrases in this period.Teaching difficult points:1.Encourage the students to know how to introduce a place;2.How to help the students improve their reading ability and understand the passage better;3.How to master the important language points in this passage.Teaching procedures:Step 1 Lead-inAs we know,the Three Gorges is a fascinating site for tourists,and also we have learned about the Three Gorges Dam in the past.Now,who can tell us what you know about the Three Gorges? …This module,we will go on a trip along the Three Gorges with the writer to enjoy the beautiful scenery.Step 2 Introduction1.Activity1 on P41Read through the words to check the meaning *and try to describe what you can see.Then read out the words aloud together in class *and ask some students to share their opinions if possible.2.Activity2 on P41Complete the definitions using words in Activity1;call back the answers and explain if necessary;go through the completed definitions individually and slightly to understand better.3.Activity3 on P41Read through the given information to understand and try to choose;call back the answers and explain if necessary.Step 3 Pre-readingNext we will study some words related to the passage.[Activity4 on P43]Read through the given information to understand and try to complete the definitions.Then call back the answers and explain if st,read out the words aloud together in class and the completed sentences individually.Step 4 While-reading1.Prediction[Activity 1 on P42]2.Fast reading[Activity 2 on P42]Skim the text as quickly as you can to get the main idea and check the items in Activity1 which the writer talks about;at the same time,answer the question following the text.Call back the answers and explain if necessary. Suggested answers:the boat life along the river the scenery the weatherThe writer enjoyed the trip because of the things he saw—the scenery,the people and the sense of history.3.Careful reading[Activity 3 on P43]Read through the text carefully to get more details and then answer the questions in Activity 3 on P43;Call back the answers and explain if necessary.nguage points【Ref:Notes to the text】Go through the passage together with the students to explain some language points.Step 5 Post-readingGo through the text again to understand it better and then finish Activity5 on P43.Read through the given information to understand and try to match.Then call back the answers and explain if st,read out the words aloud together in class.Step 6 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P93-95 in workbook.Appendix: Notes to the text1.…every hill was heavy with the past. …座座小山承载着过往。

英语必修5外研版Module4备课参考教案（4）Module 4 Carnival------Cultural Corner & Writing(教师用书独具)●课标技能要求掌握本课文中的词汇，理解课文，熟练掌握用英语表达“给出理由”的用法，深度理解“节日”背景知识，并就喜好、厌恶和偏爱进行英语表达。

●教学目标(1)掌握本学案中所给出的词汇，能够理解并能熟练运用。

(2)理解课文。

(3)听懂课文中所给出的听力材料。

(4)能够表达自己的喜好、厌恶和偏爱。

(5)掌握电子邮件的写作要领。

●教学地位本课时的内容是根据提供的一个材料，写一篇电子邮件的回信，是日常写作中常见的一个方面。

随着人们交流的现代化电子邮件的使用越来越广泛，学好电子邮件的写法及回复是写作中的一个重要组成部分。

(教师用书独具)●新课导入建议我们了解了一些中西方的节日，尤其是狂欢节。

对于狂欢节你能记得哪些习俗？你知道狂欢节的起源和意义吗？那么本课我们就狂欢节的起源和意义进行更深层次的了解和探讨，进一步介绍它的演变和发展。

●教学流程设计检查上堂课所布置的作业。

→导入新课。

→学生快速阅读课文(见课本第39页)并根据学案所设置的问题做出判断。

→学生就学案中的问题相互交换意见。

老师指导学生统一答案。

→让学生再次仔细阅读课文，并完成学案中“语篇理解”部分(见学案第55－56页)。

→学生共同讨论师生统一答案。

→学生完成“要点讲练”部分(见学案第56－58页)。

→学生共同讨论，并让学生发表各自见解，最后统一答案。

→错误!→错误!→错误!→老师布置作业：让学生课下做“模块归纳提升”部分(见学案第59页)和Workbook 第87页第6、7题，第88页第8题。

(对应学生用书第55页)Ⅰ.判断正误阅读P39课文，判断正(T)误(F)1．The slave trade lasted more than two hundred years.( )2．Walking round a village wearing masks and singing was a British tradition.( )3．Musical bands were created for carnival before the slave trade.( ) 4．The meaning of carnival changed as time went on.( )【答案】 1.T 2.F 3.F 4.TⅡ.语篇理解阅读 P39的 Cultural Corner部分，从每题所给的3个选项中选出最佳答案1．At the very beginning, the slaves imitated their masters to .A．worship their GodB．make fun of themC．enjoy themselves2．Walking around a village with masks and singing songs means in African traditions.A．they are in high spiritsB．they have got something goodC．that will bring them good luck3．Nowadays carnival means .A．uniting of different communitiesB．honoring the harvestC．remembering the past4．A large number of slaves were taken to America because .A．they had to make a living thereB．large farms need labor forceC．there were no labor force in America【答案】 1.B 2.C 3.A 4.B(对应学生用书第56页)1．relaxing adj.使人放松的Calypso is great—it's exciting and relaxing at the same time! (教材P38)卡吕普索太棒了，它能让你既兴奋又放松！I find cooking very relaxing.我发现烹饪可以令人非常放松。

课时计划课时1课题Module 5 Period 1 Introduction 课型New 教学目标Master the new words重点Master the new words难点Master the new words: plain; shore; surround学情分析The Ss can finish the task.教具课件Blackboard; A paper教法Talking; explanation.教学程序教学内容师生活动时间分配Step 1 Step 2 Step3 Talk about something about the three gorgrsDo parts 2 and 3 on P411. plain n. the Northeast Plains 东北平原adj. ① He was in plain clothes. __朴素的__② the message was plain enough. __________③It’s just a plain wooden table. _普通的___④Tom and his fellows suffered a plain defeat. __________★It’s plain(clear, evident, apparent)that …… _____________to be plain with you=___________________________ ______________speak plainly _________in plain words ________2. shorecoastbankbeachseaside★ on shore_________________ in shore ______________off shore _______________ hug the shore _________e.g.: She sells seashell on the sea shore3. at the edge of __________★ on edge ___________ have the edge on_____________4. 名词单数变复数① knife--_________ leaf-_______ wolf-_____wife-________ half-________ self-______② roof-_______ proof-_______ belief-________ chief-_____brief-______ gulf-________ gulf-__________ cliff-________5. surround v. _____________be surrounded with/by__________________surroundings n.___________________surrounding adj ___________e.g. They lived in a house surrounded by trees，and most of the trees surroundingthe house were pine trees6.meet vt. 1) 遇见 e.g.：We meet our teacher in the street.Greeting&talkRead&learn5’8’15’Step 5 Step 62) 和…汇合（=join）e.g.: Where does the Jialing River meet the Changjiang River.3) 迎接（反义词see off）e.g.: I’m going to the station to meet my brother.4) 满足（需求）e.g.: How can we meet the increasing energy needs?5) 与…见面，和…相识e.g.: Glad to meet you!meet with 遇上, 会晤，受到meet one’s needs 满足某人的要求meet up with 碰上（某种情况或某物）meet together 相聚meet with good/bad fortune交好/厄运7. open vt. 1）打开e.g.: We can’t decide who should open it first.2)创办；开业e.g.: The first Disney World was opened in 1971.vi开业e.g.: In 1992 a new hamburger restaurant opened on Wangfujing Street in Beijing.adj. 1)开着工的e.g.: How long has the factory been open?2) 打开着的e.g.: You’d better keep the window open.be open to 对…开放come into open 公开in the open air 在户外open out 打开，开发，开始课内练习和训练（另见题篇）Homework (名师一号P94)Learn &practice10’2’板书Module 5 Period 1 Introduction1. plain n. the Northeast Plains __________________★It’s plain(clear, evident, apparent)that …… _____________to be plain with you= speak plainly _________ in plain words ________2. shore / coast/ bank/ beach/ seaside★ on shore_________________ in shore ______________off shore _______________ hug the shore _________e.g.: She sells seashell on the sea shore3. at the edge of __________★ on edge ___________ have the edge on_____________4. 名词单数变复数① knife--_________ leaf-_______ wolf-_____wife-________ half-________ self-______② roof-_______ proof-_______ belief-________ chief-_____brief-______ gulf-________ gulf-__________ cliff-________5. surround v. _____________ be surrounded with/by__________________surroundings n.___________________ surrounding adj ___________e.g. They lived in a house surrounded by trees，and most of the trees surrounding the housewere pine trees7.meet vt. 1) 遇见 e.g.：We meet our teacher in the street.7. open vt. 1）打开e.g.: We can’t decide who should open it first.教学后记课时计划课时2课题Module 5 Period 2 Reading—A Trip Along the Three Gorges 课型New教学目标1. To learn to read passages about the Three Gorges2.To learn to read with strategies重点To learn to read passages about the Three Gorges 难点To learn to read with strategies学情分析The Ss can finish the task.教具课件The book; a paper; the blackboard; a tape-recorder 教法Question-and - answer教学程序教学内容Step 1Step 2 Step 3 Warming up by defining gorgeA canyon, or gorge, is a valley walled by cliffs. Most canyons originate by a process of long-time erosion from a plateau level, with a stream gradually carving out its valley. The cliffs form because harder rock strata that are resistant to erosion and weathering remain exposed onthe valley walls. Canyons are much more common in arid areas than in wetter areas because weathering has a lesser effect in arid zones. Canyons' walls are often formed of resistant sandstones or granite. ...Before you readPlease go over the word list for this module, paying attention to the pronunciation of the word,the relationship between its pronunciation and its spelling.While you read1. Type of writing and summaries of A Trip Along the Three GorgesType of writing A narrationIdea of 1st para. Peter Haussler and a colleague of his decided to take a boat downstream. Idea of 2nd para. They showed their passports and got on the boat.Idea of 3rd para. As the sun set they docked at Fengdu.Idea of 4th para. They slept through the first gorge, which is called the Qutang Gorge.Idea of 5th para. The next day they went through the big gorges on the Yangtze River.Idea of 6th para. As they came out of the third gorge, the Xiling Gorge, they sailed into construction site of the dam.2. A diagram of A Trip Along the Three Gorges3. Complete the article with one word in each blank.I n August 1996, Peter Haussler and a _1_ of his were to spend two years there teaching Englishat a teacher training college. When the _2_semester finished at the end of January and they decided to take a boat downstream. They just _3_ to show our passports at the dock and got onthe boat. As the sun set they docked at Fengdu to _4_ the sun setting behind the white pagoda. They slept through the first gorge, which is called the _5_ Gorge. The gorge narrows to 350 feet5’5’15’10’A Trip Along the Three Gorgestake a boatdownstreamgot on theboatsleptthroughthe firstgorgedocked atFengdusailed into the construction site ofthe damwentthroughthe biggorgesStep4 as the river rushes through the two-mile-high _6_. The next day they went through the big gorges on the Yangtze River. It was a lovely _7_ as they went through the Wu Gorge. They passed the Xiang River, home of Qu Y uan, the 3rd _8_ BC poet. As they came out of the third gorge, the Xiling Gorge, they sailed into the _9_ site of the dam. They saw on a distant mountain a sign in 20-foot characters which read “_10_ the Three Gorges Dam, Exploit the Yangtze River.”Keys: 1 colleague 2 first 3 had 4 see 5 Qutang6 mountains7 morning8 century9 construction 10 Build4. Answer the reading comprehension questions according to the text.1. The first semester finished at the end of _____and they had four weeks off for _____.A. July, the Moon FestivalB. January, the Spring FestivalC. October, the National DayD. September, the Teacher Day2. A Jiangyou boat _____.A. is very crowdedB. is mainly for goods and people trading along the riverC. doesn’t stop at the templesD. all of these3. We slept through the first gorge, which is called ____.A. the Xiling GorgeB. the Qutang GorgeC. the Wu GorgeD. the Dam Gorge4. What does “setour” mean in At Wushan we made a detour up the Daning River to see someof the smaller gorges?A. deviation from normal courseB. a back routeC. deviation from more direct routeD. roads alternative routekeys: 1-4 BDBCAfter you read1. Copy all the useful expressions into your Expression Book.Useful expressions from A Trip Along the Three GorgesAmerican teacher of English, spend two years there teaching English, at the end of January, ha four weeks off for the Spring Festival, take a boat downstream, along the river, sound fine to…, on/off the boat, dock at Fengdu, narrow to 350 feet, at least, make a detour, be heavy with the pa take pictures, exploitSentences made with expressions from A Trip Along the Three Gorges1.The Internet TESL Journal is a monthly web magazine for teachers of English as a secolanguage.w students spend time outside the classroom doing pro bono(无偿服务的)work.3.What will world health look like at the end of the millennium?4.He’s off at the moment - can I get him to ring you back?5.The current carried her downstream.6.Altogether six water checking places are expected to be set along the river, according tobureau.7.The media will still sound fine when downloaded to most mp3 players, and it will be fine whplayed on a desktop application.8.After getting off the boat, there is a bus hub on your right.9.Hundreds of people turned up to see the ship dock at Southampton.10.He narrowed his eyes in suspicion.11.The Philippines’ Red Cross on Sunday confirmed that at least800 people are either deadmissing after typhoon.12.You’d be wise to make a detour to avoid the road works.13.The trees were heavy with fruit.14.I’ve been taking pictures, but I live in such an ugly place it’s hard to find anything nicephotograph.15.We need to make sure that we exploit our resources as fully as possible.2. Read to transfer informationYou are going to read the text again to fill in the table.A Trip Along the Three GorgesTime Place Character Event14’Step5 In January 1997 The Three GorgesPeter Hessler and a colleague Taking a boatdownstreamProcesses Para. 1Buying tickets for the Jiangyou boatPara. 2 Leaving the docks on a beautiful afternoon Para. 3 Sleep throught the first gorge called the Qutang Gorge Para. 4At Wushan making a detour up the Daning River to see some of the smaller gorgesPara. 5Sailing into the construction site of the Three Gorges DamHomeworkReview the words in the passage1’板书Module 5 Period 2 Reading —A Trip Along the Three GorgesType of writing A narrationIdea of 1st para. Peter Haussler and a colleague of his decided to take a boat downstream. Idea of 2nd para. They showed their passports and got on the boat. Idea of 3rd para. As the sun set they docked at Fengdu.Idea of 4th para. They slept through the first gorge, which is called the Qutang Gorge. Idea of 5th para. The next day they went through the big gorges on the Yangtze River.Idea of 6th para.As they came out of the third gorge, the Xiling Gorge, they sailed into the construction site of the dam.教学后记A Trip Along the Three Gorgestake a boat downstream got on the boat slept through the first gorgedocked atFengdusailed into the construction site of the damwent through the big gorges课时计划课时3课题Module 5 课型New 教学目标Master some useful vocabularies重点Master the language points难点Master the language points学情分析The Ss can finish the task.教具课件 A paper; tha blackboard教法Explanation; exercise教学程序教学内容Step 1 Step 2 RevisionLanguage points1.imagine v. (+doing/n./从句/sb. to be) 想象，设想e.g.: Imagine that you are in London.Imagine a house with a big garden.I/We imagine so.think, believe, suppose, expect 与imagine的用法相同2.arrive v. 1）到达；抵达（目的地）2）发生；来临3）到达；获得e.g.: The letter arrived this morning.At last our winter holidays arrived.The committee has arrived at a decision.arrive vi. (+at/in) get vi (+to) reach vt (+some place)3.on prep. 在…之上；在…旁；在…时候；根据，凭（原因）；关于；靠…（生活）；在从事…中e.g.: I live in a town on the river.They lived mostly on vegetables from their garden.She ‘s on the Times newspaper.I came here on purpose to see you.on account of 因为；由于on behalf of 代表on condition that条件是on duty 值班on guard 看守on the contrary 相反on the fly在忙碌on time准时on one’s high horse高傲自大on one’s mind 在心上on one’s own独立地；不用别人帮忙on purpose故意地；为了；特地on the whole总的来说；从总体上live on 靠…生活4.off prep 离……一些距离或离……不远的海上e.g.: They arrived at a house off the main road.New Zealand lies off the eastern coast of Australia.带走; 请下去e.g.: They carry them off to the pisates’ship滚蛋; 离开e.g.: He was off on another adventure5.wish v. 1)但愿，要是…多好表虚拟：对现在事实虚拟，从句谓语动词用___________时（）对过去事实虚拟，从句谓语动词用___________时（）5’25’Step 3对将来事实虚拟，从句谓语动词用could/wound/ +v(圆形)wish sb to do wish sb sth wish/hope to do hope +从句（陈述语气）2）（常与for连用）想要，希望，要6.set v. 放，安置；签（字）；记录；镶，嵌；使移动；使处于某种状态；（使）做某事；定(日期)；估计；调整；排字；谱曲e.g.: She set a tray down on the table.She set a new world record for the high jump.They haven’t set a date for their wedding yet.7.more adj 更多的adv. 更加n. 更多（的东西）e.g.: A car factory will bring more jobs to people.We have six chairs and we need two more chairs.I can some more tomorrow.▲注意：1）the more…, the more…越…就越…2）more than + 数词“多于…”n. “不仅仅，不止于”adj. “十分，非常”句子“不能”3) more A than B 与其说…不如说…8. detour n.绕路航行，绕道行走常和make搭配。

英语1外研版module4优质教案：第5课时课时计划课时5课题Unit4ASocialSurvey-MyNeighbourhoodCulturalCorner课型New教学目标 1.The–edformandpasttensetimeexpressions.2.EnabletheSstolearnthe–edformusedasadj.andpasttenseexpressions.3.HelptheSslearnhowtousethe–edformasadj.andpasttenseexpressions.重点Explainthe–edformusedinthepassage.难点HelptheSslearnhowtousethe–edformasadj.andpasttenseexpressions.学情分析TheSscanfinishthetask.教具课件 1.Arecorder2.Aprojector3.Acomputer教法Explainingandpractising教学程序教学内容〔引入、例题、练习题、检测题等〕师生活动时间分配Step1Step2Step3Step4Step5Step6 RevisionReciteNewConceptEnglishBookIILesson11~15GrammarIThepresentsimpletense一般现在时1.一般现在时用来表示适应性动作,常和某些副词或副词短语连用,如:always,never,occasionally,often,usually,everyday,sometimes,onMondays,twiceay ear等,也可与表示惯例或适应性动作的时间从句连用。

如：Healwaysworksatnight.他经常在晚上工作。

IgotochurchonSundays.我星期天去教堂做礼拜。

Wheneveritrains,theroofleaks.只要下雨，屋顶就漏水。

外研版高中英语必修四Module 5教学设计A Trip Along the Three Gorges课型 Reading One Period一、教学目标：知识与技能：1.Make sure the students master some words and phrases in the passage.2.To know about the Three Gorges.过程与方法:1. Let the Ss find the clues about the writer’s trip.2. Master the main idea of the passage by discussion.情感态度与价值观:Through the study of this period, Let Ss love the long history of the motherland and good rivers and mountains for the protection of cultural heritage.教学重点:1.Let the students master some words and phrases in the passage.2.To develop students’ ability to use language.教学难点:Help students to train reading skills and learn some important words and phrases.二、教学方法：Induividual, pair or group work. Discussion三、教学设计：Step 1: Warming-up教师活动：Imagine you’re going on a trip through the Three Gorges.which of these topics will you talk?the boat, the food ,the scenary学生活动：Think it over and be ready for the teacher’s questions.设计意图：Task-based activity:let students think about some questions and arise students’ learning passion.Step2: While-reading教师活动：1.Read the passage and check the items which the writer talks about.Answer some questions about main idea of the passage.1)Who took a trip along the Three Gorges?2)Where were they from?3)When did they take a trip?学生活动：Underline the words you don’t know and the sentencs you have trouble uderstanding.Find the main idea .设计意图：Help students know more about vocabulary and sentence paterns in the passage.Step3： Careful reading教师活动：Read the text again .Guess the meaning of the new words from the context.学生活动：Finish the task by disccussion.1,A place where boats load and unload ______2.A simple boat made of pieces of wood tied together._______Read the passage carefully .Task-based activity and finish some exercises.设计意图:Skimming and scanningStep4: Summary and homework教师活动:The teacher recalls what the Ss have learnt in this class.学生活动:Make a summmaryDo the homework设计意图:Consolidate what we learn in the class.。

外研版六年级英语上册教案Module 4 Possessions Unit 1 It’s mine.本模块的主要教学目标就是让学生会说明物品的所属关系。

重点是名词性物主代词的运用以及用whose提问。

难点是能熟练运用whose对物品的归属提问并会用名词性物主代词说明其主人。

本模块共分6个课时进行教学。

第一课时单词教学教学目标：1.使学生能听、说、读、写四会单词mine\yours\hers\his\clean\whose2.使学生能熟练认读本模块中的三会单词:argue\matter\wear\line教学重点：认读单词、书写四会单词教学难点：四会单词的拼写及matter的发音教学过程：一、Warming up1. Greetings.2.Sing an English song “The London Eye”3. Free talkWhere did you go at the weekend?What did you do at the weekend?How did you go?自由会话的目的是通过师问生答和找学生当小老师的方式复习上一模块学过的重点句型。

二、New Teaching学习本模块中的单词。

1.采用改字母的方式教学mine 和line。

我先板书fine让学生认读，然后把f分别变成m和l，让学生试读mine和line，学生很容易的就能读出这两个单词。

之后，我拿出一根绳子边指边chant: line line It’s a line.学生马上就知道line的意思是“绳子”。

我再举起我的英语书说：“This English book is mine.”然后拿着书指着班上的一个学生于晓惠边摇头边说：“It isn’t Yu Xiaohui’s.” 相信通过这两个句子加上老师的肢体语言学生就会了解mine的意思是“我的”。

2. 采用加字母的方式教授yours\hers\whose\wear。

Period 4Vocabulary;Writing;Everyday EnglishThe General Idea of This PeriodIn this period we will train the students’writing ability.First,in Activity 1 we’ll learn the connection between the words in A and those in B,such as hill and hilly;mountain and mountainous;coast and coastal;desert and desert.Time permitting,teach the students more knowledge about word formation.Then complete the sentences with words from Activity 1.Then we’ll do another word practice in Activity 3,which is matching the words in the box with their meanings.In Activity 4,there is a passage,from which we’ll learn how to describe a region.After that,write a short description of the region you live in,including information in Activity 4.(If time is unlimited,it can be homework.) Everyday English today are from the text A Trip Along the There Gorges and Postcards to Myself in cultural corner.Get the students to know their meaning and use them correctly.Encourage the students to do this activity individually and then check with a partner.To consolidate it the teacher may ask the students to make up a sentence using the expressions in this part.Teaching Important PointsLearn word formation and how to describe a region.Teaching Difficult PointsLet the students know word formation and can describe a region and use the everyday English correctly.Teaching MethodsExplanation and more practice.Teaching AidsMultimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsGet the students to gain some knowledge of word formation.To make the students learn to describe a region.To make the students use expressions in everyday English properly.Teaching and StrategiesMake the students learn how to use some simple everyday English.Through the practice of description,make the students learn to use it.Feelings and ValueThrough the study of this period,improve their love for their hometown and our motherland.Teaching ProceduresStep 1 Revision(Greet the students as usual.)Point out the mistakes in their homework.Step 2 Vocabulary and writingT:Look at the words in Activity 1,and explain the connection between the words in column A and those in column B.(Show the following words on the screen.)A BHill hillyMountain mountainousCoast coastalDesert desertCall back suggestions from the whole class.Suggested answers:Column B shows the adjective forms of the nouns in Column A.It is easy for the students to tell their connection.Point out that these are four different ways in which a noun can be made into an adjective.Encourage the students to give other examples and some other way to make a noun into an adjective.T:Good job!Now,complete the sentences with words from Activity 1.(Show the following on the screen.)1.We live in a_________area in the northwest.It never rains.2.Many of the_________in the Himalayas are more than 5000 metres high.3.The area I live in isn’t flat.It’s____________.4.Shanghai is on the____________,at the mouth of the Yangtze River.Suggested answers:1.desert2.mountains3.hilly/mountainous4.coastT:When we use adjectives to modify nouns,remember that some adjectives go well withnouns,and some don’t.(Refer to learning to learn on Page 47.) For example:we can say:a tall mountain,a tall tree,a high mountain,high groundBut you can’t say:a high tree,tall groundWords which go well together are called collocations.T:So much for this.Let’s come to Activity 3.Match the words in the box with the meanings. (Show the following words and phrases on the screen.)Immense fertile remote steep1.going sharply up or down2.good for growing things3.very big4.far awayT:First,read through the words individually and pay attention to the two words where the stress doesn’t fall on the first syllable:immense,remote.Then match them with the meanings.Call back the answers from the whole class,having one student read the definition and another give the correct word.Suggested answers:1.steep2.fertile3.immense4.remoteRead the words and ask the students to follow you.T:So much for word practice.Next,we’ll read a passage,and identify which province the write describes.At the same time,underline the sentence which:1.says where the province is2.gives the writer’s opinion3.describes the main geographical features4.explains a meaningRead the following description:My home province is an immense region in the southwest of the country,with a very varied landscape.Much of it is hilly,but in the remote areas in the west it reaches the steep slopes of the Himalayas.There are mountains to the north and a high plateau to the south.In the east there are fertile plains and lots of towns.Nearly 100 million people live here,most of them in the east.I think it is a beautiful province.People call it “The Heavenly Kingdom” but the name reallymeans “four rivers”.The most famous river is the Yangtze,which passes all the way through the province on its long journey to the coast.The most beautiful spot on the river is the Three Gorges.After they finish their questions individually,check them with a partner.Then ask some of them to report their answers.Suggested answers:The province is:Sichuan.1.My home province is an immense region in the southwest of the country.2.I think it’s a beautiful province.3.Much of it is hilly,but in the remote areas in the west it reaches the steep slopes of the Himalayas.4.People call it “the Heavenly Kingdom” but the name really means “four rivers”.T:All of you did a good job in this part.In the passage,you may notice there are some adjective + noun combinations,such as home province,immense region,steep slopes,etc.Make a list of them.Suggested answers:home province immense region varied landscape remote areas steep slopes high plateau fertile plains beautiful province Heavenly Kingdom famous river long journey beautiful spotT:The passage is a good example of description.Read it again,and try to imitate.Write a short description of the region you live in,including information in Activity 4.(The passage in the book provides a good example for the students to follow.)If time limited,ask the students to write a headline and the main points.The teacher can leave it as today’s homework.Step 3 Everyday EnglishT:When we talk with foreigners we may often be confused by what they say.For example,if we hear somebody say “You are pulling my leg.”,maybe we’ll be puzzled and misunderstand him.But actually he means “You are making fun of me.” Sometimes it is difficult for us to make sense of some English expressions.Here are more examples.Read them and choose the correct answer to each question.1.That sounded fine to me.(a) It seemed like a good idea.(b) It didn’t seem like a good idea.2. Oh well(a) Never mind! (b) I’m pleased.3.All tourists are ripped off.(a) welcomed (b) cheated4.They’ve been around for six thousand years.(a) traveled (b) existed5.I get a kick out of traveling.(a) enjoy (b) find it hardSuggested answers:1.a2.a3.b4.b5.aT:Read them again,and try to use it in your everyday English.Step 5 Summary and homeworkT:This period first we learned some word formation and practiced how to describe a place byusing adj.+ noun combination.In Everyday English we learned some useful expressions.Your homework today is to write a short description of the region you live in,including the information in Activity 4.This is the end of this class.You are dismissed.The Design of the Writing on the BlackboardModule 5 A Trip Along the Three GorgesThe fourth periodhill—hilly mountain—mountainouscoast—coastal desert—desertRecord after Teaching___________________________________________________________________________________________________________________________________________________________________________________________________Activities and Research1.Learn more everyday English.2.Learn to write description of a region.。

高中英语Module4方案一精品教案（1）外研版必修5高中英语Module4方案一精品教案（1）外研版必修5 Module Four Book 5 CarnivalTeaching Plan:The First Period: WordsThe Second Period: Introduction & ReadingThe Third Period: Language PointsThe Fourth Period: GrammarThe Fifth Period: Vocabulary&Listening& Speaking& FunctionThe Sixth Period: Everyday English& WritingThe Seventh Period: Cultural Corner&QuizThe First Period: WordsTeaching aims: 1. To learn about the new words2. To learn the usage of some key wordsTeaching procedures:Step 1: Word Forms1.Christian adj. 基督教的---Christn. 基督---Christmasn. 圣诞节2.confusion n. 杂乱；混乱---confuse v. 使困惑；把（某人）弄糊涂---confusedadj.感到迷惑的---confusingadj. 令人迷惑的，难懂的3.memory n.记忆，记忆力in memory of…为了纪念… have a good(bad) memory for对…记忆力好（差）---memorial adj. 纪念性的n. 纪念碑---memoriz(s)e v. 记住，熟记4.revive v.复兴，再流行---revival n. 复兴，复活an economic revival经济复苏5.magic n. 魔力，魅力adj. 有魔力的，神奇的---magicaladj.奇异的，瑰丽的，迷人的---magician n. 魔术师6.relaxing adj. 令人放松的--- relaxed轻松的，舒适的---relaxv. 使放松，使轻松---relaxation n.消遣，娱乐7.tasty adj. 味道好的---taste v. 有…的味道 n. 味道; 喜爱（havea taste for…喜爱…）---tasteful adj. 有鉴赏力的，雅致的---tasteless adj.没有味道的，难吃的8.import v.引进，进口 n.进口---export v. & n. 出口9.celebration n. 庆典，庆祝（in celebration of…为…举行庆祝活动）---celebratev. 庆祝（celebrate Christmas 庆祝圣诞节）10.unite v. 联合---united adj. 团结的，联合的---unity n.团结，联合---union 工会；联盟11.origin n. 起源---originaladj.起先的，最初的；新颖的，独特的(the original 原文，原著)---originally adv. 最初，原先---originate v. 起源（originatein/from/with 源自于）12.transportv. & n.运输，运送；运输工具--- transportation n.运输---transportern.运输者13.council n.地方会议the State Council 国务院the UN Security Council 联合国安理会Step 2: Word Study1.hide v (hid- hidden; hiding) hidden adj. 隐藏着的1)be in a secret place; put something in a secret place躲藏，掩藏；2)not tell someone about something隐瞒Useful expressions:hiding place 隐藏处/藏身地hide sth. from sb. 向某人隐瞒某事have nothing to hide 没什么可隐瞒的，光明磊落Crouching Tiger, Hidden Dragon 卧虎藏龙1)Hidden/ Hiding themselves in some machines on the network, some computer virusesoften attack other computers in secret/by surprise.一些病毒匿藏于网络上的一些机器中，经常出其不意的攻击其他机器。

[技法指导]1．以地点为写作对象的说明文必须先确定一个观察点，然后以此为辐射点展开介绍周围的情况。

常见的观察点包括进(入)口、中心处、制高点、显眼的事物、典型的特征等。

2．要想给人一个完整清晰的地点概念，并不需要把每一个地点特征都展示出来，而应抓住本地点最有代表性的特征。

3．合理安排说明顺序，有序地介绍说明对象涉及的具体内容。

常见的说明顺序有由远及近、由高及低、由大到小、由左及右、由前及后、由外及里等。

4．以地点为写作对象的说明文通常按照“总－分”或“总－分－总”的结构形式展开，也就是先概述说明的目的或说明对象的特征，让读者获得对说明对象的总体印象后，再有序地介绍具体内容。

有时，在文末可以用总结性的语句作为文章的结尾。

黄金表达：教你如何营造亮点1．be located/situated in; lie in; in the north of/to the east of; be just like; look like; as beautiful as a flower; be famous/well-known as/for; be compared to2．It covers an area of about ... square kilometers.3．Its area is ... square kilometers.4．It has a population of .../Its population is ...5．The climate is pleasant./The average temperature is .../The hottest months are ...6．It has many places of interest, such as .../They make the city a tourist attraction both at home and abroad.7．It's an immense region, with a very varied landscape./It's a wonderful place with ...8．It really deserves the name of ...[写作规范][题目要求]假定你是李华，你的美国朋友Sarah打算暑期来北京旅游，来信询问改建后前门大街的情况。

第五课时Unit 3 Language in use 投我以桃，报之以李。

《诗经·大雅·抑》原创不容易，【关注】店铺，不迷路！单元目标自主学习观察下列句子并总结规律。

1．Te.2．Peoplewon'tailstoteace.A．allC．ustbekidding.TallC．cheap D．low( B )(3)WewillgotoBeijingplane.A．on B．byC．bya D．with( C )(4)Wewillgetthereateight,butthey.A．aren't B．didn'tC．won't D．don't设计意图：通过活动1－4的练习，让学生更好地掌握本模块的语法以及词汇、句型。

环节3 学习Aroundtheworld1．让学生阅读Aroundtheworld中的短文，并勾画出自己喜欢的短语和句子。

2．让学生用自己的话复述短文。

设计意图：通过学习Aroundtheworld中的文章，可以让学生开阔视野。

环节4 学习活动5－71．让学生根据活动5中列出的几个方面畅想未来的生活并写下自己的想法。

2．学生四人为一组，讨论未来的学校或家的变化，并记录讨论的关键信息。

3．学生整理活动5和活动6中的笔记，然后写出完整的句子。

4．各组根据写出的句子和活动7中的提示制作一张海报。

5．教师点名，请各组代表展示自己的作品，教师对学生的作品进行点评。

设计意图：通过活动5和活动6的练习，锻炼学生说和写的能力；通过活动7中的海报制作，锻炼学生的动手能力。

板书设计练习设计请完成本课对应训练！【素材积累】宋庆龄自1913年开始追随孙中山，致力于中国革命事业，谋求中华民族独立解放。

在近70年的漫长岁月里，经过护法运动(1917年)、国民大革命(1924—1927年)、国共对立十年(1927—1937年)、抗日战争(1937—1945年)、解放战争(1945—1949年)，她始终忠贞不渝地坚持孙中山的革命主张，坚定地和中国人民站在一起，为祖国的繁荣富强和人民生活的美满幸福而殚精竭虑，英勇奋斗，在中国现代历史上，谱写了光辉的篇章。

第五课时Unit 3 Language in use观察下列句子的画线部分并总结规律。

1. Although_he_had_told_me_that_he_would_come，he didn't appear that day. 2．He failed in the exam, although_he_worked_hard.3．I am so_ tired that I don't want to move at all.4．The music was so loud that she didn't hear what he said clearly.5．Though_my_car_is_very_old，I don't want to buy a new one.结论：①although/though意为“ __尽管；即使__ ”，用于引导__让步状语__ 从句，从句既可放在主句之前，也可放在主句之后；although/though在句中不可与连词__but__ 连用，二者只能择其一。

②so...that...意为“ __如此……以至于……__ ”。

so后接__形容词__ 或__副词__ 原级，that后接__结果状语__ 从句。

环节1新课导入让学生从Unit 1和Unit 2中找出含有although/though引导的让步状语从句以及so...that...引导的结果状语从句。

随后，老师抽选两三名学生说出自己找出的句子并进行翻译。

设计意图：通过挑选句子，考查学生对本单元语法结构的识别能力；此外，让学生在挑选句子的过程中，还可以复习Unit 1和Unit 2的内容。

环节2学习活动1－61．让学生观察活动1上面的句子，试着分析句式结构。

然后老师对涉及到的语法进行讲解。

2．让学生根据句意，用although、but和that完成活动1的句子，老师核对答案。

3．让学生根据自身情况完成活动2的句子，老师抽选几名学生朗读自己的句子。